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Citation for Derek Alderman, 2023 Recipient of the George J Miller Award for Distinguished Service Journal of Geography (IF 2.043) Pub Date : 2024-02-20 Kurt L. Butefish
Published in Journal of Geography (Vol. 123, No. 1, 2024)
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Contrasting Ideologies: Learning Radical Geography in a Quantitative Department Journal of Geography (IF 2.043) Pub Date : 2024-02-06 Talula Pontuti, Serena Madsen, Taylor Lundquist,, Richard M. Medina
This article describes the process taken by members of a seminar course on radical geography in a primarily quantitative geography department. This course was taught during tumultuous times necessi...
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A Balancing Act: South African Geography teachers’ Implementation of Teacher-Centered and Learner-Centered Instructional Strategies in Their Classrooms Journal of Geography (IF 2.043) Pub Date : 2024-01-30 Aubrey Golightly, Sandra Sprenger
Learner-centered instruction fosters 21st-century skills and must be implemented in geography classrooms. In this South African case study, most teachers predominantly implemented teacher-centered ...
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Teaching about Local Climates, Global Climate, and Climatic Change Journal of Geography (IF 2.043) Pub Date : 2023-12-14 Lisa Tabor, John Harrington Jr
The basics of climate must be understood to have a climate literate populace. Understanding climatic change is a wicked problem. This work identifies three foundational content challenges to climat...
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Mentoring Geography Teachers in the Secondary School: A Practical Guide Journal of Geography (IF 2.043) Pub Date : 2023-12-14 Mary D. Curtis
Published in Journal of Geography (Vol. 122, No. 6, 2023)
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The Potential of the SMART Learning Framework to Design and Implement Geospatial Curricula in the Secondary Classroom Journal of Geography (IF 2.043) Pub Date : 2023-12-14 I. J. Buzo-Sánchez, C. Mínguez, M. L. De Lázaro-Torres
This study investigates the didactic educational use of Web GIS in the framework of SMART learning and its potential to help students’ practice geospatial thinking. Using qualitative, exploratory a...
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Nomad Century: How Climate Migration Will Reshape our World by Gaia Vince, New York, Flatiron Books, 2022, 260 pp., $28.99 hardcover, ISBN 9781250821614 Journal of Geography (IF 2.043) Pub Date : 2023-08-22 Andrew J. Milson
Published in Journal of Geography (Vol. 122, No. 4, 2023)
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Researching Student Interaction with GIS Software While Learning Spatial Concepts: Toward a Standard Measure of GIS Interaction Journal of Geography (IF 2.043) Pub Date : 2023-06-29 Margo E. Berendsen, Paddington Hodza, Jeffrey D. Hamerlinck
Abstract A better understanding of differences in the nature of human computer interaction (HCI) relating to GIS software can help with learning spatial concepts and spatial thinking skills. This motivates our study, which aims to create a standard measure of interaction with GIS software that can be used individually or along with existing measurement instruments for spatial thinking to generalize
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Find It on a Map: Country Location Identification in a University Geography Classroom, 2016–2022 Journal of Geography (IF 2.043) Pub Date : 2023-06-29 Patrick D. Hagge
Blank paper maps are often used to assess student location knowledge. A total of 502 students enrolled in 12 undergraduate World Geography classes between 2016 and 2022 were initially asked to find...
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Enhancing Middle School Learning about Geography and Topographic Maps Using Hands-on Play and Geospatial Technologies Journal of Geography (IF 2.043) Pub Date : 2023-06-28 Adam J. Mathews, Lisa M. DeChano-Cook, Cynthia Bloom
The objective of this research was to determine if and to what extent students’ learning of geographic concepts can be improved through incorporation of hands-on play with Play-Doh® and LEGO® and g...
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Successes and Struggles: Evaluating Geospatial Technologies Integration in Geography Lessons using TPACK Journal of Geography (IF 2.043) Pub Date : 2023-06-28 Sojung Huh, Injeong Jo
This study examined the successes and struggles that teachers experience while incorporating geospatial technologies (GST) into their lessons. Fourteen teachers’ GST-integrated classroom lessons de...
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How Do Narrative-Based Geospatial Technologies Contribute to the Teaching of Regional Geography to Preservice Geography Teachers? Journal of Geography (IF 2.043) Pub Date : 2023-06-15 Dong-min Lee
Abstract This study aims to investigate the potential of narrative-based geospatial technologies (NGSTs) in the teaching of regional geography to preservice geography teachers (PGTs). Reflective journals gathered from students who took a StoryMaps-based European regional geography class were analyzed using phenomenography. The results showed that NGSTs are useful for cultivating PGTs’ understanding
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Preservice Geography Teachers’ Exposure to Problem Solving and Different Teaching Styles Journal of Geography (IF 2.043) Pub Date : 2023-06-14 Tomáš Bendl, Miroslav Marada, Lenka Havelková
Abstract Problem-solving skills are often considered to be the key skills in today’s world, and their importance in geography education is widely recognized. However, empirical evidence analyzing whether and how teachers develop problem-solving skills during geography lessons is especially scarce in the context of preservice teachers. Accordingly, we conducted a questionnaire survey with 256 respondents
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Sustainability and Sustainable Development: An Introduction Journal of Geography (IF 2.043) Pub Date : 2023-06-05 Jody Smothers Marcello
Published in Journal of Geography (Vol. 122, No. 3, 2023)
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A Physical Geography Lab’s Online Transition: Student and Instructor Insights Using iGEO Video Games during the Pandemic Journal of Geography (IF 2.043) Pub Date : 2023-06-01 Ryan Heintzman, Aldo Brandi, Madeline Kelley, M. Colin Marvin
Abstract The COVID-19 pandemic forced educational institutions around the globe to close or move to a remote format. This article focuses on the transition of an in-person undergraduate physical geography lab to online synchronous learning during the Fall 2020 semester. Findings suggest the importance of abundant learning materials as well as showing similar experiences across different groups of students
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Geography Education in the Digital World: Linking Theory and Practice Journal of Geography (IF 2.043) Pub Date : 2023-05-01 Mary D. Curtis
Published in Journal of Geography (Ahead of Print, 2023)
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Promoting Civic Engagement Competence through Emotional Geography-Based Spatial Story Making in Community Participation Projects Journal of Geography (IF 2.043) Pub Date : 2023-04-11 Minsung Kim
Abstract This study examined whether an emotional geography-based community participation project enhanced students’ civic engagement competence. The participants identified community problems based on emotional geographies, created their own spatial stories using spatial analysis and emotional mapping, and finally proposed spatial development strategies. A civic engagement competence questionnaire
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Discovering Geography through Doing Geography: Project-Based Learning in an Introductory Undergraduate World Geography Course Journal of Geography (IF 2.043) Pub Date : 2023-03-27 Tiffany Grobelski, Anna Versluis, Jesse McClelland
Abstract This paper details the process and results of redesigning an introductory undergraduate World Geography course, from a survey of world regions to a project-based course. Through two student projects, one tracing commodities and another eliciting migration experiences, the course renders the world not as the sum of discrete regions but as the social and material interrelations of world locales
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Welcoming a New Editor-in-Chief, Dr. Injeong Jo Journal of Geography (IF 2.043) Pub Date : 2023-03-06 Meredith Marsh
Published in Journal of Geography (Vol. 122, No. 1, 2023)
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Geography Teachers’ Pedagogical Content Knowledge: A Systematic Review Journal of Geography (IF 2.043) Pub Date : 2023-02-10 Eefje Smit, Hanneke Tuithof, Elwin Savelsbergh, Tine Béneker
Abstract Pedagogical Content Knowledge (PCK) is the knowledge teachers use to teach a specific subject to a specific audience. The importance of PCK to quality teaching is widely recognized. However, an overview of research about geography teachers’ PCK is missing. To fill this gap, we conducted a systematic review. We analyzed 43 empirical studies, but only 9 used PCK as a framework. Most studies
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Missing Major: The Limited Presence of Geography in New England Higher Education Journal of Geography (IF 2.043) Pub Date : 2023-02-10 Mark C. Jones
Abstract The article explains the limited presence of geography in New England higher education as a result of the structure of the region’s higher education system. Blending the geography and history of education literatures, it identifies type of control (public vs. private), institution type, urban location, multi-campus university systems, and the weak position of geography in secondary schools
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The Mediating Effect of Academic Achievement in Geography on the Relationship between Family Capital and Geospatial Thinking Journal of Geography (IF 2.043) Pub Date : 2022-12-13 Huimin Wei, Lu Liu, Siying Zeng, Shumin Xie, Yanhua Xu, Xiaoxu Lu
Abstract This study examined how the family capital of upper secondary school students impacted on their geospatial thinking skills and explored the mediating effect of their academic achievement in geography. A total of 1,018 upper secondary school students participated. The results of our mediation analysis conducted using the PROCESS modeling tool revealed that family capital has a direct predictive
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Enhancing Teachers’ Expertise Through Curriculum Leadership—Lessons from the GeoCapabilities 3 Project Journal of Geography (IF 2.043) Pub Date : 2022-12-13 David Mitchell, Martin Hanus, Tine Béneker, Mary Biddulph, Caroline Leininger-Frézal, Luc Zwartjes, Karl Donert
Abstract GeoCapabilities is a distinctive approach to teacher professional development which foregrounds the educational potential of geographical knowledge. This paper examines the effect of GeoCapabilities on geography teachers’ expertise. First, the paper explores a problem of teacher training which privileges technique for classroom effectiveness over geographical thinking. We then introduce the
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The National Council’s Geography Education Research Fund: Because It Would Still Be Nice to Have Data Journal of Geography (IF 2.043) Pub Date : 2022-10-14 Phil Gersmehl
Published in Journal of Geography (Vol. 121, No. 4, 2022)
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Rounding out the Vision for Geography Education’s Future: Integrating Perspectives of Early Career Scholars in Geography Education Journal of Geography (IF 2.043) Pub Date : 2022-10-04 Lisa Tabor, Thomas Larsen, Alex Oberle
Abstract The voice and perspective of early career scholars are particularly important in geography education, a subfield that has traditionally been small and is rapidly becoming smaller due to the retirements of prominent scholars. This research surveys and discusses these early career scholars’ vision for the future of geography education, in light of a rapidly changing context for geography and
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Teaching, Learning, and Exploring the Geography of North America with Virtual Globes and Geovisual Narratives Journal of Geography (IF 2.043) Pub Date : 2022-09-15 Paul N. McDaniel
Abstract Amid the shift to virtual learning during the COVID-19 pandemic, educators across disciplines were faced with developing new strategies for active learning. This article discusses findings from a case study of using Google Earth for virtual field trips and projects in an undergraduate Geography of North America course, assessing the process of incorporating Google Earth and student perspectives
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Geographies of Food. An Introduction Journal of Geography (IF 2.043) Pub Date : 2022-07-08 Gabriel Camară
Published in Journal of Geography (Vol. 121, No. 4, 2022)
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The Influence of Textbook Visual Quality of Geographical Phenomena on Children’s Conceptions Journal of Geography (IF 2.043) Pub Date : 2022-06-27 Petr Trahorsch, Jan Daniel Bláha
Abstract The aim of the presented study is to evaluate the influence of the quality of visuals in printed geography textbooks on the character of children’s conceptions using the example of the geographical location concept. Visuals are a graphical representation of a certain phenomenon. A two-tier diagnostic test without and with three types of high and low quality physical-geographical visuals was
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How Preservice Teachers Refer to Different Knowledge Domains When Evaluating a Lesson Plan on the Tropical Rainforest Journal of Geography (IF 2.043) Pub Date : 2022-06-07 Nina Scholten, Jörg Doll, Nicole Masanek
Abstract In initial teacher education (ITE), preservice teachers acquire declarative knowledge in different knowledge domains: general pedagogy, content, and pedagogical content. To investigate how they use this knowledge in a school-related situation, n = 56 preservice teachers were asked to evaluate a peer's fictitious lesson plan. Their comments were subjected to content analysis and frequency analysis
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Integrating and Evaluating Interdisciplinary Sustainability and STEM Curriculum in Geographical Education: A Case of Three Teaching Modalities Journal of Geography (IF 2.043) Pub Date : 2022-04-12 Susan Gilbertz, Brittany Wood, Christopher Craig, Ismail Karabas, Elizabeth Petrun Sayers, Benjamin McCormick
Abstract The effectiveness of interdisciplinary sustainability curriculum remains understudied in geography education. Accordingly, we deployed and evaluated an interdisciplinary sustainability and STEM module for in-person and online sections of a fall 2018 Human Geography course. Results indicate that sustainability knowledge improved after the interdisciplinary curricular intervention irrespective
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The Missing Course: Everything They Never Taught You about College Teaching, by David Gooblar, Cambridge, Massachusetts, Harvard University Press, 2019, 260 pp., $29.95 (Hardcover). ISBN: 9780674984417 Journal of Geography (IF 2.043) Pub Date : 2022-04-12 Carmen P. Brysch
Published in Journal of Geography (Vol. 121, No. 3, 2022)
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Young People’s Pre-Conceptions of the Interactions between Climate Change and Soils – Looking at a Physical Geography Topic from a Climate Change Education Perspective Journal of Geography (IF 2.043) Pub Date : 2022-03-30 Veronika Deisenrieder, Svenja Müller, Bettina Knoflach, Anna Oberrauch, Clemens Geitner, Lars Keller, Johann Stötter
Abstract The interactions of climate change and soils (ICCS) are scarcely examined in Climate Change Education (CCE). Analyzing the pre-conceptions of secondary school students (n = 421) reveals a high number of missing answers (48.2%), while residual participants responded with either medium (33.3%) or low (11.5%) complexity levels. The natural and the human sphere are scarcely interconnected and
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Citation for Michal LeVasseur and Howard Johnson, 2021 Recipients of the George J Miller Award for Distinguished Service Journal of Geography (IF 2.043) Pub Date : 2022-03-01 Susan E. Hume
(2022). Citation for Michal LeVasseur and Howard Johnson, 2021 Recipients of the George J Miller Award for Distinguished Service. Journal of Geography: Vol. 121, No. 1, pp. 1-4.
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Reliability of the Reflective Learning Framework for Assessing Higher-Order Thinking in Geography and Sustainability Courses Journal of Geography (IF 2.043) Pub Date : 2022-02-18 Kate Whalen, Antonio Paez
Abstract Experiential education partnered with guided reflection is thought to support students with higher-order thinking skills. In this study, 44 reflections from two university-level sustainability courses were compared. In both courses students were asked to write a reflection, but only one course used the Reflective Learning Framework (RLF). Tests of interrater reliability support the consistency
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Geography, Student Outcomes, and Education Debts: What Do Geographers Owe Young People? Journal of Geography (IF 2.043) Pub Date : 2021-12-13 Michael Solem
(2021). Geography, Student Outcomes, and Education Debts: What Do Geographers Owe Young People? Journal of Geography: Vol. 120, NAEP Geography, pp. 195-200.
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Student- and School-Level Predictors of Geography Achievement in the United States, 1994–2018 Journal of Geography (IF 2.043) Pub Date : 2021-11-26 Michael Solem, Phillip Vaughan, Corey Savage, Alessandro S. De Nadai
Abstract This paper examines national gaps and trends in geography achievement in eighth grade from 1994 to 2018. Statistical models comprising student- and school-level variables were developed to predict achievement using data provided by the National Assessment of Educational Progress (NAEP). Although there were statistically significant relationships between achievement and school-level attributes
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Geography Achievement and Opportunity to Learn: A Focus on Curriculum Organization and Content Journal of Geography (IF 2.043) Pub Date : 2021-11-19 Licia Paulus, Kelly Nolan
Abstract Using the 2018 National Assessment of Educational Progress (NAEP) datasets for geography, we explore relationships between geography achievement in the eighth grade and contextual variables related to the content and organization of the geography/social studies curriculum. Differences in student achievement are associated with grade-level variations in exposure to geography as well as the
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Geography Achievement and Opportunity to Learn: A Focus on Teacher Quality Journal of Geography (IF 2.043) Pub Date : 2021-11-29 Jan Rueschhoff, Heather Palma
Abstract The relationship between teacher quality and student achievement is often at the heart of educational debates about student success. In this study, we leverage data from the National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in the 8th grade and various indicators of teacher quality. We found positive associations between achievement,
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Geography Achievement and Opportunity to Learn: A Focus on the Attitudes of Teachers and Students Journal of Geography (IF 2.043) Pub Date : 2021-11-30 Michael Makowsky, Zackary Martin
Abstract Student and teacher attitudes toward school subjects are associated with varying levels of achievement in those subjects. This study analyzed data from the 2018 National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in 8th grade, student attitudes toward geography, and teacher attitudes about their students and profession. There is a significant
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Geography Achievement and Opportunity to Learn: A Focus on Computer and Educational Technology Journal of Geography (IF 2.043) Pub Date : 2021-11-26 Yusik Choi
Abstract Computers and geospatial technologies such as Geographic Information Systems, Google Earth, and the Global Positioning System (GPS) are increasingly common tools for geography instruction in schools. The NAEP Data Explorer was used to conduct an analysis of geography achievement in the eighth grade based on differences in students’ access to and uses of computers and other technologies at
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NAEP Geography: What Was Expected and What Was Learned Journal of Geography (IF 2.043) Pub Date : 2021-12-13 Joseph P. Stoltman
(2021). NAEP Geography: What Was Expected and What Was Learned. Journal of Geography: Vol. 120, NAEP Geography, pp. 239-243.
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Human-Environment Thinking and K-12 Geography Education Journal of Geography (IF 2.043) Pub Date : 2021-12-10 Thomas Larsen, Matthew Gerike, John Harrington
Abstract Pollution issues, anthropogenic climate change, and biodiversity declines, formerly local in scope, accumulate to threaten crossing planetary boundaries and tipping Earth’s system to an uninhabitable state. The human-environment identity is an unsung cornerstone of geography that can educate upcoming generations of citizens about trends over time, current conditions, and pathways to a more
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Swedish 12-13 Year-Old Students’ Geographical Understanding of the Gulf Stream Journal of Geography (IF 2.043) Pub Date : 2021-11-29 Mattias Arrhenius, Gabriel Bladh, Cecilia Lundholm
Abstract The aim of this study was to investigate students’ understanding of the Gulf Stream as a geographical phenomenon and in relation to geospatial conceptualizations focusing on the geographical concepts of location, distribution and interaction. Data consists of 134 responses from 12-13-year-old students who completed an assignment in the Swedish national test in geography (2013). The responses
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Teaching Students about the World of Work Journal of Geography (IF 2.043) Pub Date : 2021-11-19 Reviewed by Thomas Barclay Larsen
Published in Journal of Geography (Vol. 121, No. 5-6, 2022)
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Numbers Don’t Lie: 71 Things You Need to Know about the World Journal of Geography (IF 2.043) Pub Date : 2021-11-17 Joseph J. Kerski
Published in Journal of Geography (Vol. 121, No. 5-6, 2022)
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The Factors and Mechanisms That Influence Geospatial Thinking: A Structural Equation Modeling Approach Journal of Geography (IF 2.043) Pub Date : 2021-09-01 Shumin Xie, Xiaodong Zheng, Yuyu Sun, Jingyi Wan, Xiaoxu Lu
Abstract Geospatial thinking is crucial for understanding the spatial order of the world. The factors influencing geospatial thinking deserve attention in geography education. Utilizing correlation analysis, we found that general intelligence, geographic knowledge, and geographic learning interest had a significant influence on geospatial thinking. This article attempts to understand how these factors
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Upper-Secondary Students’ Strategies for Spatial Tasks Journal of Geography (IF 2.043) Pub Date : 2021-10-13 Lenka Havelková, Martin Hanus
Abstract Spatial thinking is a crucial aspect of geography education with which all citizens should be equipped. This study employs eye-tracking technology to research strategies (their repertoire, distribution, effectiveness, and adaptiveness) used by upper-secondary students when analyzing spatial patterns with thematic maps. The results show that students have a broad repertoire of strategies and
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The World: A Brief Introduction Journal of Geography (IF 2.043) Pub Date : 2021-10-22 Lisa Tabor
Published in Journal of Geography (Vol. 121, No. 3, 2022)
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The Knowledge Machine: How Irrationality Created Modern Science Journal of Geography (IF 2.043) Pub Date : 2021-10-19 Bernie Taylor
Published in Journal of Geography (Vol. 121, No. 4, 2022)
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The Fracking Debate: The Risks, Benefits, and Uncertainties of the Shale Revolution Journal of Geography (IF 2.043) Pub Date : 2021-10-08 Avantika Ramekar
Published in Journal of Geography (Vol. 121, No. 5-6, 2022)
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Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn Journal of Geography (IF 2.043) Pub Date : 2021-10-07 Tara Holland
(2022). Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn. Journal of Geography: Vol. 121, No. 2, pp. 86-86.
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Living the California Dream: African American Leisure Sites during the Jim Crow Era Journal of Geography (IF 2.043) Pub Date : 2021-10-01 Azariah M. Reese
(2022). Living the California Dream: African American Leisure Sites during the Jim Crow Era. Journal of Geography: Vol. 121, No. 2, pp. 87-87.
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On the Disciplinary Achievement Gap: Implications of Social Disparities in NAEP Student Outcomes for Diversity and Decolonization in Geography Education Journal of Geography (IF 2.043) Pub Date : 2021-09-01 Derek H. Alderman
Abstract Social disparities in NAEP student outcomes with respect to geography provide further evidence of how far the discipline of Geography still must go to address issues of diversity, equity, inclusion. Addressing these issues requires difficult but necessary conversations and planning of initiatives along with a more fundamental re-envisioning of what Geography education is, for whom the learning
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Does Learning Geography Increase Climate Change Awareness? A Comparison of School Subjects’ Influence on Climate Change Awareness Journal of Geography (IF 2.043) Pub Date : 2021-07-20
Abstract School subjects’ curricula, including geography, are infused with contents to improve climate change literacy. This study sampled 420 public secondary school students in Enugu State, Nigeria. Mean differences and multinomial logistic regression results show geography students possess the highest climate change awareness level. Besides, students’ gender, location, age and class are variables
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Building Educational Capacity for Inclusive Geocomputation: A Research-Practice Partnership in Southern California Journal of Geography (IF 2.043) Pub Date : 2021-06-08 Michael Solem, Coline Dony, Thomas Herman, Kelly León, Amr Magdy, Atsushi Nara, Waverly Ray, Sergio Rey, Rachel Russell
Abstract To build educational capacity for the rapidly evolving science and profession of geocomputation, the American Association of Geographers piloted an Encoding Geography research-practice partnership (RPP) composed of geography and computer science educators and researchers. This commentary describes the process, known as Collective Impact, that was implemented to investigate the persistent problems
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Leave Only Footprints: My Acadia-to-Zion Journey through Every National Park Journal of Geography (IF 2.043) Pub Date : 2021-06-10 Reviewed by Michael Pretes
(2021). Leave Only Footprints: My Acadia-to-Zion Journey through Every National Park. Journal of Geography: Vol. 120, No. 4, pp. 162-163.
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From Here to There: The Art and Science of Finding and Losing Our Way Journal of Geography (IF 2.043) Pub Date : 2021-08-04 John Harrington Jr.
(2022). From Here to There: The Art and Science of Finding and Losing Our Way. Journal of Geography: Vol. 121, No. 1, pp. 47-48.
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GIS: Research Methods Journal of Geography (IF 2.043) Pub Date : 2021-07-26 William A. Wetherholt
(2021). GIS: Research Methods. Journal of Geography: Vol. 120, No. 5, pp. 191-191.
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In Search of Deeper Learning: The Quest to Remake the American High School Journal of Geography (IF 2.043) Pub Date : 2021-07-20 Edward L. Kinman, Anne Evans
(2021). In Search of Deeper Learning: The Quest to Remake the American High School. Journal of Geography: Vol. 120, No. 5, pp. 192-193.
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Stewarding Places through Geography in Higher Education Journal of Geography (IF 2.043) Pub Date : 2021-03-23 Amanda Hooykaas
Abstract Place-based education is common in elementary school geography curriculums where children are taught about their surroundings. Emphasizing hands-on, real-world learning experiences, this approach creates heightened commitment to serving as active, contributing citizens. By post-secondary school, geography students collectively pursue knowledge within a classroom, learning about the importance